Welcome to Washington

Kari Papke, Principal
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Circle of Courage

The Circle of Courage represents Washington’s educational philosophy and mission statement. The Circle is based upon the Native American concept of holism and the belief of equality and the necessary parts of the greater whole. In education, the concept relates holistically to the total needs of the student (academic, vocational, personal, and social) and encourages maximum growth and development in each student. To achieve this, one must address the four quadrants of the Circle of Courage through academic and co-curricular programs.

Belonging
is found in a safe, friendly, and nurturing environment where each individual is recognized as a unique human being to be treated with dignity and respect. All people are accepted, valued, and treated equally. It is the belief that in diversity there is strength, and by working together we create a positive learning environment for all students.
Mastery
recognizes the identification and building of one’s strengths, attainment of personal goals, and learning to share in the achievements of others. WHS believes all students have strengths and can learn and grow.
Generosity
creates opportunities of caring for others and finding a purpose beyond oneself. It is the belief that acceptance and collaboration are essential in a positive learning environment and that involving students in service to others provide a valuable learning experience.
Independence
provides opportunities to develop the skills and confidence to assert positive leadership and achieve self-discipline. WHS believes each individual has the right of choice within reasonable restraints and accepts responsibility for choices made. The cooperative relationship of the student, parents, school, and community promotes autonomy, development, and growth.
Academic and co-curricular programs at Washington High School are designed to promote these concepts. We believe it is important for students to grow not only as individuals but also as part of the larger community. In so doing, students learn the importance of accepting and learning from one another.

Counseling Center

Washington High School Counseling Department provides the emotional support and guidance necessary to help individuals effectively cope with their lives. We provide assistance for students and their families as they work through life's challenges.

​Student Support Groups

A support group offers people who have common concerns and similar life situations the opportunity to meet and share their experiences, knowledge, difficulties, and triumphs. Another way to think of a support group is as a "mutual help" group, because the participants support and help each other through their individual processes of growth. All groups will address self-esteem, problem solving, and decision –making. All groups will also provide opportunities for sharing of personal concerns and time to show support for one another. Groups differ in length of duration. Please see your counselor if you are interested in participating in a group.

 

Counseling Office
P: (605) 367-7973

Angela Wendt
Counseling Department Secretary

Kevin Deneui
Registrar

Jacob Mcdonald
Counselor (A-CL)

Jennifer Witt
Counselor (CO-HAN)

Laura Meile
Counselor (HAP-LI)

Tammy Nold
Counselor (LO-PER)

Holly Borchers
Counselor (PES-SN)

Travis Sieber
Counselor (SO-Z)​

Jennifer Schelske
Classroom to Careers Advisor

Roberta Bennett
Success Coordinator

Jennifer Cornett
Social Worker

Data Information

Achieving our mission, to educate and prepare each student to succeed in a changing world, hinges on our ability to continually improve the effectiveness of our schools. Multiple factors impact student achievement and serve as indicators of effective schools. This Data Profile Directory is prepared to provide parents, educators, and the community with a data profile of various school effectiveness indicators. The directory should be used as one source of data for identifying a school's present status, assessing overall student progress, and planning for continual school improvement.

 

Each year the South Dakota Department of Education (SD DOE) releases a report card showing the performance of schools across the state. The report card includes information about academic achievement, student attendance for grades K-8, the graduation rate for high schools, and professional staff qualifications. These criteria are used to determine the school’s performance index or SPI.

Although the federal and state governments require building and district-level accountability measures, the District closely monitors the individual progress of each student to ensure that each student is being prepared to succeed in a changing world. By reviewing their student’s quarterly report cards, attending Parent-Teacher Conferences in the fall and spring, and contacting teachers with questions or concerns parents will have the best picture of how their children are progressing.

Due to the COVID-19 pandemic, state assessments were not administered, and therefore data for student performance, student progress, and school environment are not available for the 2019-2020 school year.

Based upon South Dakota's waiver approved by the U.S. Department of Education, the overall score was not calculated for schools for the 2019-2020 report cards, and the school support status is based upon school performance results from the 2018-2019 academic year.

 

All schools in the District are submitting their School Improvement Plan to the Board for approval prior to submitting them to the State. The Plans, developed by a team of parents, community members, and staff, serve as a roadmap for future planning and professional development and measure student achievement.

Each school has a building leadership team that meets regularly throughout the year to guide the development, implementation, and evaluation of the School Improvement Plan. Building leadership teams divide the larger plan into smaller segments with the following focuses: staff roles, goals, meetings summary, data processes, priorities and strategies, and the professional development plan.

This document guides the work in order to meet the District’s mission, priority statements from the Strategic Plan, and the achievement goals set by the South Dakota Department of Education.

 

Fall Enrollment

1,920

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